This article explores early childhood curriculum reform in Australia and Singapore in order to identify international trends in early childhood education (ECE), similarities in curriculum reform initiatives and implementation strategies adopted. We have observed the existence of many shared ideas across the two contexts that may influence educational experience. In both countries teachers in early childhood services have been identified as having a major role to play in curriculum reform. In this article we explore the role of teachers in the reform process and question the reliance on one stakeholder group to ensure planned changes to the ECE reform agenda occur. Data from teacher interviews are presented. Historical events that have impacted on the development of ECE services and government policies in Australia and Singapore are described and obstacles that have potentially hampered the reform process in both countries are acknowledged.